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ENG 102/105/108, First-Year Composition

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Creating a Thesis Statement

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What is a Thesis Statement?

A thesis statement expresses the conclusion you have reached on an issue or topic. It is what you plan to prove with the evidence and reasoning presented. A good initial thesis helps focus your information search. The initial thesis can be posed in the form of a question that will guide your research; your final thesis should be a statement indicating your position. 

A Good Thesis :

• Clearly takes a stand or position on a topic
• Justifies the position or opinion with reasons
• Expresses one idea
• Serves as a roadmap or structure for the paper

Before writing a thesis statement, you must do some initial research and reading to familiarize yourself with the topic. This will help you identify the controversies surrounding the topic and assist you in formulating your position or opinion.

Sample Thesis Statement :

Your Stand : Plagiarism policies at Arizona State University must be more consistently defined, applied, and publicized across departments.....   Supporting Reasons for This Position: .....in order to avoid potential legal conflict, and augment the quality of scholarship at the university level.  

According to this thesis, the main body of the paper will have two major sections — avoiding legal conflict, and augmenting the quality of scholarship — containing three sub-sections each: defining, applying, and publicizing plagiarism policies.

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Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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10 common challenges of first-year students (+ practical solutions)

Embarking on the journey of university life as a first-year university student marks a monumental transition. It signifies a significant leap into newfound independence amidst a myriad of challenges. While it might feel like a solitary experience, rest assured that you’re not alone; countless first-year students have faced similar challenges. Here are the ten most prevalent challenges for first-year university students, as well as proven strategies to effectively address and overcome them.

1. Overwhelm

This transformation is not only marked by spending a majority of your time in a new environment but may also involve relocating to a different city or even studying abroad—often accompanied by the experience of living independently for the first time.

It’s no surprise that overwhelm ranks as one of the primary challenges faced by first-year university students.

While proactive preparation before university starts can certainly ease the transition, the reality is that the initial year brings a substantial load for students. Feeling overwhelmed is a natural response to this multifaceted adjustment.

Strategies to tackle overwhelm

2. social jetlag.

Despite the potential for these activities to alleviate the initial sense of isolation, it doesn’t take much time before the onset of social jetlag.

While venturing out and socializing can be enjoyable, especially in the beginning, individuals, especially introverts, may find it challenging to sustain this level of engagement over an extended period. The need to retreat and recharge becomes crucial. Whether you identify as an introvert or extrovert, the shared experience of grappling with social jetlag is a common challenge when embarking on the university journey.

Strategies to tackle social jetlag

3. self-discipline.

You’re well aware that there’s a 9 AM class tomorrow, but you find yourself arriving home late. The rationalization kicks in – attendance in the morning lecture isn’t strictly enforced anyway. Deep down, you acknowledge that attending would be the wiser choice, but the challenge lies in lacking the self-discipline to follow through. Sound familiar?

Self-discipline as the capacity to push yourself, even when not entirely in the mood, is a superpower for academic success.

This entails rising promptly, engaging in consistent study habits rather than resorting to last-minute cramming. In essence, self-discipline entails embracing delayed gratification – putting in the hard work now to attain goals and evolve into a better version of oneself in the future.

Strategies to increase self-discipline

4. homesickness.

Usually, homesickness lessens over time, as you will get used to your new environment, make new friends etcetera. However, in the meantime it simply sucks. Luckily, with some proactive strategies we can ease homesickness.

Strategies to tackle homesickness

5. study motivation, strategies to increase study motivation, 6. study skills.

Studying extends beyond mere motivation; possessing the requisite skills is equally crucial. Contemplate the intricacies of organizing your notes, devising effective methods to review content from past lectures, and mastering the art of comprehending academic texts.

Strategies to improve study skills

7. time management.

The myriad activities and responsibilities confronting first-year university students often present a formidable challenge: fitting everything into the confines of a mere 24 hours.

A beneficial practice involves proactively scheduling regular breaks and decompression time. While it may seem counterintuitive, the long-term impact becomes apparent as this approach enhances effectiveness in activities like study sessions. Moreover, it is an indispensable element for maintaining sustainable time management practices.

Strategies to improve time management

Undoubtedly, stress ranks among the most pervasive challenges faced by both university students and staff alike.

Regrettably, I often find myself disillusioned with the online advice proffered for addressing stress. In our quest for a rapid solution, we yearn for a quick fix.

Strategies to tackle stress

9. insecurity.

At its core, insecurity signifies a lack of confidence, whether it pertains to your ability to tackle specific tasks or the fear that others may not appreciate you.

Strategies to combat insecurities

10. unhealthy lifestyle.

Falling into the trap of an unhealthy lifestyle is practically a rite of passage, making it imperative to adopt an active strategy and prioritize its mitigation.

Strategies to tackle an unhealthy lifestyle

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Tips and Examples for Writing Thesis Statements

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Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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Is it okay to consider publishing in my first year of PhD?

I'm PhD candidate in Applied linguistics, it's been almost 3 months since I've started but I'm seriously allowing for writing and publishing journal articles.

I have asked my supervisor about that, she said that I should devote my time to my thesis and wait until the second year and that writing other forms of papers generally interfere with the thesis.

However, I think I have enough time to simultaneously work on my thesis and also articles, also I have to indicate that the ideas that I'm willing to formulate in articles are not related my PhD focus.

What should I do? Should I wait until next year or just start working on articles and submit them as single author?

• publications

• 6 Are you by chance considering publishing review articles rather than original research? If so, you might be interpreting your supervisor's advice as "don't publish your first year" when she means "focus on your original research, because publishing a review article as a first year student is not worthwhile." –  Bryan Krause ♦ Commented Apr 11, 2019 at 16:20
• 1 Thank you for your comment, it is actually a perspective article –  Doctoralstudent Commented Apr 11, 2019 at 16:43
• 19 I think you should not work on such an article without your advisor's blessing: trust her on this one. Perspective articles are rarely well-received from people not already established in their field: you are unlikely to get such an article published in a good journal even if it's written well, and if it is published it's unlikely to be cited much. People are interested in the perspectives of people who have been studying at an academic level in the field for 10+ years, not from new PhD students. –  Bryan Krause ♦ Commented Apr 11, 2019 at 16:46
• 12 Yes exactly: to put it bluntly, no one cares about your opinion (yet). Imagine if a university freshman wrote a book about "how to teach a university course" in their first month of school: how many professors would take them seriously? –  Bryan Krause ♦ Commented Apr 11, 2019 at 16:59
• 4 I'm sometimes hesitant to recommend editing a post that has already attracted answers based on the previous content of the post, but I do think you should edit this into your post or otherwise ignore most of the other answers you've gotten here: they all seem to be assuming you are wanting to publish original research and your advisor is somehow holding you back from that, which is not the case. –  Bryan Krause ♦ Commented Apr 11, 2019 at 17:17

8 Answers 8

Whatever you do, you will want to cultivate a good working relationship with your supervisor, so I'd advise against doing something she dissuaded you from just because strangers on the internet told you to. Talk it out with her.

That said, not a single PhD student I've known wrote/writes a relevant portion of their thesis in their first year, and the advice I have constantly been getting from faculty is that early in the PhD is the time to think about publishing other things. There will most likely be a time when your thesis takes all your attention, and by then it's certainly too late to worry about publishing elsewhere.

• 1 One way to approach it is to try to determine whether she simply advises against it, or strictly forbids it. Proving her wrong may not help you, but it is hard to say without knowing personalities. –  Buffy Commented Apr 11, 2019 at 15:41

I understand your supervisor's point-of-view.

When it comes down to it, anyone is allowed to publish a paper. It doesn't matter whether you are doing a PhD, have finished doing one, or never have any intention to do a PhD.

But you are supposed to be studying for a PhD. Taking time to write a paper on something unrelated is only going to distract you from the work you're meant to be doing.

• 1 Furthermore, your advisor might think that you don't have enough content to publish an article, but you need some time doing research (on your thesis) to get it. –  Pere Commented Apr 11, 2019 at 17:14

Good going, this is a really good trait to have in academia and will be really helpful in the future.

I have asked my supervisor about that, she said that I should devote my time to my thesis and wait until the second year and that writing other forms of papers generally interfere with the thesis

This sounds a bit bizarre to me. Make sure there was no miscommunication between you two. Since you only started about a few months ago, I am guessing you haven't started working on your thesis yet. So there shouldn't be any issue publishing now without affecting your thesis. Thesis is one thing, but it is the published articles that actually count in your profile and make you stand out from your peers. Ask her about how would publishing now would impact your thesis and get more clarification. Maybe she is right, which she should be able to explain but do ask.

However, I think I have enough time to simultaneously work on my thesis and also articles, also I have to indicate hat the ideas that Im willing to formulate in articles are not related my PhD focus.

Explain it to your supervisor and defend your decision.

What should I do? Do you I should wait until next year or just start working on articles and submit them as single author?

It depends on the policy set by your departmental or school. Talk to someone in the department before proceeding further. Some have a policy that you have to include your supervisor since you are publishing this work while in their group, unless you are publishing research from your previous degree (say from your MS). But if these ideas are your own then there might be a different policy. So do check and consult with someone in your department who might be knowledgeable about this before proceeding.

• Sure, no problem. Just make sure you clarify everything with your supervisor. If you think you have a good idea and you should publish it, then defend your decision with rationale. Maybe she can explain her thought process and even better if she can guide you through the process to fine-tune your idea. Anyway, it will be a win-win situation if you have your supervisor's blessing. –  nsinghphd Commented Apr 11, 2019 at 15:59
• 1 "devote my time to my thesis" might mean "work on experiments, lit review, project design etc" –  aaaaa says reinstate Monica Commented Apr 11, 2019 at 16:56
• Yes it could, that’s why OP needs to communicate this with the supervisor. –  nsinghphd Commented Apr 12, 2019 at 6:14

It is certainly ok to consider it. And it is certainly ok to follow up on ideas for research. Whether to actually publish may be more of a political issue, however.

If nothing else, keep a notebook of research ideas and first approaches for later. But your dissertation comes first and your relationship with your advisor shouldn't be compromised.

If you publish something and thereby "prove your advisor wrong" the outcome will depend on personalities. Some would praise you. Others condemn. The answers of sgf and nsinghs provide good guidance.

But the idea of keeping a notebook of things to pursue is a valuable life-long practice. In a fast moving field you may need to move quickly, of course, but often enough things can be set aside while you work on more essential things.

We try to publish material that we are expert in. To become expert, we invest time and resources.

Further, when we send stuff out to journals for review, we are impacting the opinions of our current and future colleagues have of us. If you're a student at this point, you're also impacting the reputation of your mentor.

Without knowing much about you, I'd suggest that it's more likely than not that you're not sufficiently expert to publish something not perfectly within your own research area, and thus you might be hurting your reputation by packaging up a paper and sending it off to a section editor. The time you put into such efforts might be better put into honing your expertise in your own area.

If you feel like you need to be writing, I recommend starting to write a paper on your current topic of research. The paper will form somewhat of an outline of your research, and will show you what you need to "fill in" before the paper should be published. The paper will be ready to go out the minute you have the data to support it. I wouldn't think of this process as "writing a paper", but as more of a statement of research. It will drive productive discussion between you and your mentor.

At this point, I don't think the advice you've been receiving from your mentor is bad. She signed up to guide you through your early career, and you should give her her shot at it!

You already said that the articles would not be related to your thesis work. Can you tell that for sure? In some places a collection of published papers is what makes a thesis.

That being said, are we talking publishing in a conference or in a journal? Have you ever published in a journal?

My guess is that you probably have time to publish in a small conference. And you surely have time to write a draft paper for a journal. But publishing a journal paper requires more time and effort than you might be expecting. You'll probably be asked to provide more references than you have, which will consume time to find and read. You have to correct errors, spell check, and so on.

All of this does not happen quickly, you might submit to a journal, get refused, submit to another, be accepted but asked for corrections/improvements. Then you submit again, and it might take some more time before you are asked for further modifications. Depending on the field, this may take more than a year, thus even if you believe you'll be done in 3 months (to send the first draft), you might need to turn your attention back to this publication by your second year.

Now, everything changes if this publication's topic matches that of your PhD.

Along with others, I understand one possible rationale for her advice: the concern is that it will delay your agreed upon PhD thesis work. Your supervisor may not want you to add your name to the growing number of ABD's. Having said the above, history, culture and norms of your dept environment also play a role. I published as an undergrad as well as a grad before I finished my PhD thesis and it never occurred to me to seek permission once I obtained a PhD supervisor. So, I recommend, as others have, that you should discuss it with your supervisor and discover why she feels that way? That seems to be the information you are missing (or we are missing, in order to advise you). Best of luck to you.

I disagree with your advisor. The archived journal literature is what counts. You can always pull a thesis together. Get some notches on your belt.

Furthermore, at the end of the day, your career is your career. Listen to your advisor's advice but don't follow it slavishly.

Edit: I see you have clarified that this would be a commentary article. I agree with your advisor on not bothering with that, now. Original research reports within your thesis area are a different kettle of fish. I would emphasize publications in that, once you have enough done (and well prior to and before writing your thesis).

• 3 I disagree with you - publishing something useful needs some good work to support it.... Perhaps if you are Stephen Hawking then publishing on day one is possible... –  Solar Mike Commented Apr 11, 2019 at 15:54
• Personally, I wouldn't argue. Just do the work and write the piece. Then, it speaks for itself. As it is now, you'll just be having a theoretical argument. I think the work you do will be usable for either a dissertation or an article, so it's not much lost if you just do the work. If you find yourself incapable of producing good work, then you learn that from the effort. Rather than a theoretical argument. –  guest Commented Apr 11, 2019 at 16:02
• 1 Solar, I'm not Hawking and I produced three articles in first 3 months (summer) of research. In some fields, this is not very difficult (to get datapoint papers done). In addition, it is not unusual for accomplished researchers to do publishable work immediately. If the grad student is not overawed by publishing, than he may be able to quickly move to useful production. Perhaps the OP is incapable, but so be it. Nothing wrong with trying. The effort won't be wasted. –  guest Commented Apr 11, 2019 at 16:05

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How to Write a Strong Thesis Statement: 4 Steps + Examples

What’s Covered:

What is the purpose of a thesis statement, writing a good thesis statement: 4 steps, common pitfalls to avoid, where to get your essay edited for free.

When you set out to write an essay, there has to be some kind of point to it, right? Otherwise, your essay would just be a big jumble of word salad that makes absolutely no sense. An essay needs a central point that ties into everything else. That main point is called a thesis statement, and it’s the core of any essay or research paper.

You may hear about Master degree candidates writing a thesis, and that is an entire paper–not to be confused with the thesis statement, which is typically one sentence that contains your paper’s focus. 

Read on to learn more about thesis statements and how to write them. We’ve also included some solid examples for you to reference.

Typically the last sentence of your introductory paragraph, the thesis statement serves as the roadmap for your essay. When your reader gets to the thesis statement, they should have a clear outline of your main point, as well as the information you’ll be presenting in order to either prove or support your point. 

The thesis statement should not be confused for a topic sentence , which is the first sentence of every paragraph in your essay. If you need help writing topic sentences, numerous resources are available. Topic sentences should go along with your thesis statement, though.

Since the thesis statement is the most important sentence of your entire essay or paper, it’s imperative that you get this part right. Otherwise, your paper will not have a good flow and will seem disjointed. That’s why it’s vital not to rush through developing one. It’s a methodical process with steps that you need to follow in order to create the best thesis statement possible.

Step 1: Decide what kind of paper you’re writing

When you’re assigned an essay, there are several different types you may get. Argumentative essays are designed to get the reader to agree with you on a topic. Informative or expository essays present information to the reader. Analytical essays offer up a point and then expand on it by analyzing relevant information. Thesis statements can look and sound different based on the type of paper you’re writing. For example:

• Argumentative: The United States needs a viable third political party to decrease bipartisanship, increase options, and help reduce corruption in government.
• Informative: The Libertarian party has thrown off elections before by gaining enough support in states to get on the ballot and by taking away crucial votes from candidates.
• Analytical: An analysis of past presidential elections shows that while third party votes may have been the minority, they did affect the outcome of the elections in 2020, 2016, and beyond.

Step 2: Figure out what point you want to make

Once you know what type of paper you’re writing, you then need to figure out the point you want to make with your thesis statement, and subsequently, your paper. In other words, you need to decide to answer a question about something, such as:

• What impact did reality TV have on American society?
• How has the musical Hamilton affected perception of American history?
• Why do I want to major in [chosen major here]?

If you have an argumentative essay, then you will be writing about an opinion. To make it easier, you may want to choose an opinion that you feel passionate about so that you’re writing about something that interests you. For example, if you have an interest in preserving the environment, you may want to choose a topic that relates to that. 

If you’re writing your college essay and they ask why you want to attend that school, you may want to have a main point and back it up with information, something along the lines of:

“Attending Harvard University would benefit me both academically and professionally, as it would give me a strong knowledge base upon which to build my career, develop my network, and hopefully give me an advantage in my chosen field.”

Step 3: Determine what information you’ll use to back up your point

Once you have the point you want to make, you need to figure out how you plan to back it up throughout the rest of your essay. Without this information, it will be hard to either prove or argue the main point of your thesis statement. If you decide to write about the Hamilton example, you may decide to address any falsehoods that the writer put into the musical, such as:

“The musical Hamilton, while accurate in many ways, leaves out key parts of American history, presents a nationalist view of founding fathers, and downplays the racism of the times.”

Once you’ve written your initial working thesis statement, you’ll then need to get information to back that up. For example, the musical completely leaves out Benjamin Franklin, portrays the founding fathers in a nationalist way that is too complimentary, and shows Hamilton as a staunch abolitionist despite the fact that his family likely did own slaves. 

Step 4: Revise and refine your thesis statement before you start writing

Read through your thesis statement several times before you begin to compose your full essay. You need to make sure the statement is ironclad, since it is the foundation of the entire paper. Edit it or have a peer review it for you to make sure everything makes sense and that you feel like you can truly write a paper on the topic. Once you’ve done that, you can then begin writing your paper.

When writing a thesis statement, there are some common pitfalls you should avoid so that your paper can be as solid as possible. Make sure you always edit the thesis statement before you do anything else. You also want to ensure that the thesis statement is clear and concise. Don’t make your reader hunt for your point. Finally, put your thesis statement at the end of the first paragraph and have your introduction flow toward that statement. Your reader will expect to find your statement in its traditional spot.

If you’re having trouble getting started, or need some guidance on your essay, there are tools available that can help you. CollegeVine offers a free peer essay review tool where one of your peers can read through your essay and provide you with valuable feedback. Getting essay feedback from a peer can help you wow your instructor or college admissions officer with an impactful essay that effectively illustrates your point.

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A thesis statement is the general theme of your paper. It relates to your general argument and the overall *focus* of your paper. Below are some resources on how to develop a thesis statement.

• How to Develop a Thesis Statement (Writer's Handbook) A guide on how to develop a thesis statement from the University of Wisconsin's Writer's Handbook.
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Home » Thesis – Structure, Example and Writing Guide

Thesis – Structure, Example and Writing Guide

Table of contents.

Definition:

Thesis is a scholarly document that presents a student’s original research and findings on a particular topic or question. It is usually written as a requirement for a graduate degree program and is intended to demonstrate the student’s mastery of the subject matter and their ability to conduct independent research.

History of Thesis

The concept of a thesis can be traced back to ancient Greece, where it was used as a way for students to demonstrate their knowledge of a particular subject. However, the modern form of the thesis as a scholarly document used to earn a degree is a relatively recent development.

The origin of the modern thesis can be traced back to medieval universities in Europe. During this time, students were required to present a “disputation” in which they would defend a particular thesis in front of their peers and faculty members. These disputations served as a way to demonstrate the student’s mastery of the subject matter and were often the final requirement for earning a degree.

In the 17th century, the concept of the thesis was formalized further with the creation of the modern research university. Students were now required to complete a research project and present their findings in a written document, which would serve as the basis for their degree.

The modern thesis as we know it today has evolved over time, with different disciplines and institutions adopting their own standards and formats. However, the basic elements of a thesis – original research, a clear research question, a thorough review of the literature, and a well-argued conclusion – remain the same.

Structure of Thesis

The structure of a thesis may vary slightly depending on the specific requirements of the institution, department, or field of study, but generally, it follows a specific format.

Here’s a breakdown of the structure of a thesis:

This is the first page of the thesis that includes the title of the thesis, the name of the author, the name of the institution, the department, the date, and any other relevant information required by the institution.

This is a brief summary of the thesis that provides an overview of the research question, methodology, findings, and conclusions.

This page provides a list of all the chapters and sections in the thesis and their page numbers.

Introduction

This chapter provides an overview of the research question, the context of the research, and the purpose of the study. The introduction should also outline the methodology and the scope of the research.

Literature Review

This chapter provides a critical analysis of the relevant literature on the research topic. It should demonstrate the gap in the existing knowledge and justify the need for the research.

Methodology

This chapter provides a detailed description of the research methods used to gather and analyze data. It should explain the research design, the sampling method, data collection techniques, and data analysis procedures.

This chapter presents the findings of the research. It should include tables, graphs, and charts to illustrate the results.

This chapter interprets the results and relates them to the research question. It should explain the significance of the findings and their implications for the research topic.

This chapter summarizes the key findings and the main conclusions of the research. It should also provide recommendations for future research.

This section provides a list of all the sources cited in the thesis. The citation style may vary depending on the requirements of the institution or the field of study.

This section includes any additional material that supports the research, such as raw data, survey questionnaires, or other relevant documents.

How to write Thesis

Here are some steps to help you write a thesis:

• Choose a Topic: The first step in writing a thesis is to choose a topic that interests you and is relevant to your field of study. You should also consider the scope of the topic and the availability of resources for research.
• Develop a Research Question: Once you have chosen a topic, you need to develop a research question that you will answer in your thesis. The research question should be specific, clear, and feasible.
• Conduct a Literature Review: Before you start your research, you need to conduct a literature review to identify the existing knowledge and gaps in the field. This will help you refine your research question and develop a research methodology.
• Develop a Research Methodology: Once you have refined your research question, you need to develop a research methodology that includes the research design, data collection methods, and data analysis procedures.
• Collect and Analyze Data: After developing your research methodology, you need to collect and analyze data. This may involve conducting surveys, interviews, experiments, or analyzing existing data.
• Write the Thesis: Once you have analyzed the data, you need to write the thesis. The thesis should follow a specific structure that includes an introduction, literature review, methodology, results, discussion, conclusion, and references.
• Edit and Proofread: After completing the thesis, you need to edit and proofread it carefully. You should also have someone else review it to ensure that it is clear, concise, and free of errors.
• Submit the Thesis: Finally, you need to submit the thesis to your academic advisor or committee for review and evaluation.

Example of Thesis

Example of Thesis template for Students:

Title of Thesis

Table of Contents:

Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Research Methodology

Chapter 4: Results

Chapter 5: Discussion

Chapter 6: Conclusion

References:

Appendices:

Note: That’s just a basic template, but it should give you an idea of the structure and content that a typical thesis might include. Be sure to consult with your department or supervisor for any specific formatting requirements they may have. Good luck with your thesis!

Application of Thesis

Thesis is an important academic document that serves several purposes. Here are some of the applications of thesis:

• Academic Requirement: A thesis is a requirement for many academic programs, especially at the graduate level. It is an essential component of the evaluation process and demonstrates the student’s ability to conduct original research and contribute to the knowledge in their field.
• Career Advancement: A thesis can also help in career advancement. Employers often value candidates who have completed a thesis as it demonstrates their research skills, critical thinking abilities, and their dedication to their field of study.
• Publication : A thesis can serve as a basis for future publications in academic journals, books, or conference proceedings. It provides the researcher with an opportunity to present their research to a wider audience and contribute to the body of knowledge in their field.
• Personal Development: Writing a thesis is a challenging task that requires time, dedication, and perseverance. It provides the student with an opportunity to develop critical thinking, research, and writing skills that are essential for their personal and professional development.
• Impact on Society: The findings of a thesis can have an impact on society by addressing important issues, providing insights into complex problems, and contributing to the development of policies and practices.

Purpose of Thesis

The purpose of a thesis is to present original research findings in a clear and organized manner. It is a formal document that demonstrates a student’s ability to conduct independent research and contribute to the knowledge in their field of study. The primary purposes of a thesis are:

• To Contribute to Knowledge: The main purpose of a thesis is to contribute to the knowledge in a particular field of study. By conducting original research and presenting their findings, the student adds new insights and perspectives to the existing body of knowledge.
• To Demonstrate Research Skills: A thesis is an opportunity for the student to demonstrate their research skills. This includes the ability to formulate a research question, design a research methodology, collect and analyze data, and draw conclusions based on their findings.
• To Develop Critical Thinking: Writing a thesis requires critical thinking and analysis. The student must evaluate existing literature and identify gaps in the field, as well as develop and defend their own ideas.
• To Provide Evidence of Competence : A thesis provides evidence of the student’s competence in their field of study. It demonstrates their ability to apply theoretical concepts to real-world problems, and their ability to communicate their ideas effectively.
• To Facilitate Career Advancement : Completing a thesis can help the student advance their career by demonstrating their research skills and dedication to their field of study. It can also provide a basis for future publications, presentations, or research projects.

When to Write Thesis

The timing for writing a thesis depends on the specific requirements of the academic program or institution. In most cases, the opportunity to write a thesis is typically offered at the graduate level, but there may be exceptions.

Generally, students should plan to write their thesis during the final year of their graduate program. This allows sufficient time for conducting research, analyzing data, and writing the thesis. It is important to start planning the thesis early and to identify a research topic and research advisor as soon as possible.

In some cases, students may be able to write a thesis as part of an undergraduate program or as an independent research project outside of an academic program. In such cases, it is important to consult with faculty advisors or mentors to ensure that the research is appropriately designed and executed.

It is important to note that the process of writing a thesis can be time-consuming and requires a significant amount of effort and dedication. It is important to plan accordingly and to allocate sufficient time for conducting research, analyzing data, and writing the thesis.

Characteristics of Thesis

The characteristics of a thesis vary depending on the specific academic program or institution. However, some general characteristics of a thesis include:

• Originality : A thesis should present original research findings or insights. It should demonstrate the student’s ability to conduct independent research and contribute to the knowledge in their field of study.
• Clarity : A thesis should be clear and concise. It should present the research question, methodology, findings, and conclusions in a logical and organized manner. It should also be well-written, with proper grammar, spelling, and punctuation.
• Research-Based: A thesis should be based on rigorous research, which involves collecting and analyzing data from various sources. The research should be well-designed, with appropriate research methods and techniques.
• Evidence-Based : A thesis should be based on evidence, which means that all claims made in the thesis should be supported by data or literature. The evidence should be properly cited using appropriate citation styles.
• Critical Thinking: A thesis should demonstrate the student’s ability to critically analyze and evaluate information. It should present the student’s own ideas and arguments, and engage with existing literature in the field.
• Academic Style : A thesis should adhere to the conventions of academic writing. It should be well-structured, with clear headings and subheadings, and should use appropriate academic language.

Advantages of Thesis

There are several advantages to writing a thesis, including:

• Development of Research Skills: Writing a thesis requires extensive research and analytical skills. It helps to develop the student’s research skills, including the ability to formulate research questions, design and execute research methodologies, collect and analyze data, and draw conclusions based on their findings.
• Contribution to Knowledge: Writing a thesis provides an opportunity for the student to contribute to the knowledge in their field of study. By conducting original research, they can add new insights and perspectives to the existing body of knowledge.
• Preparation for Future Research: Completing a thesis prepares the student for future research projects. It provides them with the necessary skills to design and execute research methodologies, analyze data, and draw conclusions based on their findings.
• Career Advancement: Writing a thesis can help to advance the student’s career. It demonstrates their research skills and dedication to their field of study, and provides a basis for future publications, presentations, or research projects.
• Personal Growth: Completing a thesis can be a challenging and rewarding experience. It requires dedication, hard work, and perseverance. It can help the student to develop self-confidence, independence, and a sense of accomplishment.

Limitations of Thesis

There are also some limitations to writing a thesis, including:

• Time and Resources: Writing a thesis requires a significant amount of time and resources. It can be a time-consuming and expensive process, as it may involve conducting original research, analyzing data, and producing a lengthy document.
• Narrow Focus: A thesis is typically focused on a specific research question or topic, which may limit the student’s exposure to other areas within their field of study.
• Limited Audience: A thesis is usually only read by a small number of people, such as the student’s thesis advisor and committee members. This limits the potential impact of the research findings.
• Lack of Real-World Application : Some thesis topics may be highly theoretical or academic in nature, which may limit their practical application in the real world.
• Pressure and Stress : Writing a thesis can be a stressful and pressure-filled experience, as it may involve meeting strict deadlines, conducting original research, and producing a high-quality document.
• Potential for Isolation: Writing a thesis can be a solitary experience, as the student may spend a significant amount of time working independently on their research and writing.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Tips for a Successful First Semester in College

August 21, 2024

by Brooke Thames

Photo by Emily Paine, Communications

As your first semester of college approaches, you're likely wondering what it will entail and how you can make the most of the experience. Luckily, there are plenty of things you can do before and during your first semester to set yourself up for success.

Let's review 10 tips and tricks for how to prepare for a successful first semester of college.

1. Participate in Orientation

Most schools offer some sort of orientation program for incoming students, full of activities that can really help you get to know the school and your classmates.

In fact, some schools offer specialized programs even before their regular orientation to get students better prepared for the upcoming school year. This "pre-orientation" helps first-year students settle into university life and develop leadership skills that will benefit their college experience.

Don't just show up to your orientation, but actively participate. It will help you meet more people and discover all that your campus has to offer.

2. Don't Take Too Many Classes

Hard work and ambition are good but don't overdo it by overloading your class schedule right off the bat. You'll be getting used to more advanced classes and adjusting to life away from home, so it's good to give yourself a little breathing room.

Most schools consider 12 credits a full-time schedule, but most four-year degrees can be accomplished on time by taking 15 credits each semester. Keep in mind that the recommended number of credits per semester will vary by institution.

3. Meet with Your Academic Advisor

Getting to know your academic advisor early on is huge for several reasons. It gives you a clear vision of what the curriculum for your major will entail and you can be more strategic with your course selections.

Setting up a meeting in your first couple of months on campus will give you the opportunity to get familiar with the system before it's time to build your schedule for the next semester. At Bucknell, meeting your advisor will be among the first things you do during New Student Orientation. Plus, forming a connection with your advisor has similar perks to connecting with your professors in the sense that it can lead to more opportunities.

4. Get to Know Your Professors

Your professors can be an excellent resource throughout your college career, so getting to know them better can be a good idea. Attend office hours, actively participate in class, communicate any questions you may have and so forth.

Often, that's how students find opportunities that transform their college experience and define their future careers. A professor who runs a research group might invite you to join if they know you have a similar academic interest. But you have to put yourself out there first.

Another plus of getting to know your professors is that you have someone to call on if you need a letter of recommendation down the line or if you need a faculty member to co-sign an initiative you're starting on campus.

5. Get Organized

At the beginning of the semester, each professor will give you a syllabus that outlines the tasks and assignments for the semester. It's a good idea to get yourself a planner or utilize tools like Google Calendar to add upcoming deadlines, activities and events.

With a planner, you get a visual of everything you have to do in terms of when it is due. This helps to keep you organized so that deadlines don't creep up on you.

Tools like Google Calendar make tracking deadlines and scheduling events super easy. However, some students love the simplicity of a classic planner.

6. Boost Your Reading Skills

College involves a ton of reading. That's why it's so important to improve your reading skills ahead of your first semester.

Remember the summer reading assignments you did in grade school? Consider doing some summer reading leading up to the start of your first semester to strengthen your reading skills.

Any sort of book that you're interested in will do, no matter if it's fiction or nonfiction. Reading helps build the skills and habits that will foster stronger reading comprehension when it comes time to complete reading assignments in the fall. Some institutions have required reading leading up to the first semester of school.

7. Find a Friend in Each Class

Connecting with other students in your class is another great way to set yourself up for success. When you make friends in each class, you always have someone to swap notes and study with. This comes in handy if you're out sick one day and you want to know what you missed.

If you're taking any prerequisites for your major, connecting with other students in your classes is particularly valuable because you'll likely be running into them again and again throughout your college career.

8. Budget and Manage Your Money

Following a budget is key in college, and luckily, this sort of tool is pretty easy to set up with a spreadsheet, notebook or budgeting app.

Account for your income from a job, allowance, loan or scholarship stipend, and track any expenses you may have — such as textbooks, laundry and those all-important dining dollars. Break down your essential expenses to see the real cost of each, and figure out how much you can spend on extra things.

9. Prioritize Self-Care

Part of setting yourself up for a successful first semester is taking care of your mental and physical well-being. Here are a few habits you can incorporate:

• Exercise regularly at your on-campus gym
• Eating healthy (with support from your school's dietician, if you'd like)
• Get enough sleep
• Stay hydrated
• Make time for yourself

These are little things that can go a long way to keep your body and mind functioning at their best.

10. Have Fun!

You're at college to learn, but you're also there to have a good time. Let yourself indulge in the things you enjoy, and have some fun.

It may sound cliche, but time on campus will fly by. Make the most of your college years so that when you look back in a decade or two, your memories will be fond ones.

Check out some of our additional resources for incoming first-year students:

• A Guide to First-Year Housing
• Moving to Campus: What to Bring & What to Leave Behind
• What to Expect During Your First-Year Experience

Stay up to date throughout your Bucknell journey

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Prize-Winning Thesis and Dissertation Examples

Published on September 9, 2022 by Tegan George . Revised on July 18, 2023.

It can be difficult to know where to start when writing your thesis or dissertation . One way to come up with some ideas or maybe even combat writer’s block is to check out previous work done by other students on a similar thesis or dissertation topic to yours.

This article collects a list of undergraduate, master’s, and PhD theses and dissertations that have won prizes for their high-quality research.

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Award-winning undergraduate theses, award-winning master’s theses, award-winning ph.d. dissertations, other interesting articles.

University : University of Pennsylvania Faculty : History Author : Suchait Kahlon Award : 2021 Hilary Conroy Prize for Best Honors Thesis in World History Title : “Abolition, Africans, and Abstraction: the Influence of the “Noble Savage” on British and French Antislavery Thought, 1787-1807”

University : Columbia University Faculty : History Author : Julien Saint Reiman Award : 2018 Charles A. Beard Senior Thesis Prize Title : “A Starving Man Helping Another Starving Man”: UNRRA, India, and the Genesis of Global Relief, 1943-1947

University: University College London Faculty: Geography Author: Anna Knowles-Smith Award:  2017 Royal Geographical Society Undergraduate Dissertation Prize Title:  Refugees and theatre: an exploration of the basis of self-representation

University: University of Washington Faculty:  Computer Science & Engineering Author: Nick J. Martindell Award: 2014 Best Senior Thesis Award Title:  DCDN: Distributed content delivery for the modern web

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University:  University of Edinburgh Faculty:  Informatics Author:  Christopher Sipola Award:  2018 Social Responsibility & Sustainability Dissertation Prize Title:  Summarizing electricity usage with a neural network

University:  University of Ottawa Faculty:  Education Author:  Matthew Brillinger Award:  2017 Commission on Graduate Studies in the Humanities Prize Title:  Educational Park Planning in Berkeley, California, 1965-1968

University:  University of Ottawa Faculty: Social Sciences Author:  Heather Martin Award:  2015 Joseph De Koninck Prize Title:  An Analysis of Sexual Assault Support Services for Women who have a Developmental Disability

University : University of Ottawa Faculty : Physics Author : Guillaume Thekkadath Award : 2017 Commission on Graduate Studies in the Sciences Prize Title : Joint measurements of complementary properties of quantum systems

University:  London School of Economics Faculty: International Development Author: Lajos Kossuth Award:  2016 Winner of the Prize for Best Overall Performance Title:  Shiny Happy People: A study of the effects income relative to a reference group exerts on life satisfaction

University : Stanford University Faculty : English Author : Nathan Wainstein Award : 2021 Alden Prize Title : “Unformed Art: Bad Writing in the Modernist Novel”

University : University of Massachusetts at Amherst Faculty : Molecular and Cellular Biology Author : Nils Pilotte Award : 2021 Byron Prize for Best Ph.D. Dissertation Title : “Improved Molecular Diagnostics for Soil-Transmitted Molecular Diagnostics for Soil-Transmitted Helminths”

University:  Utrecht University Faculty:  Linguistics Author:  Hans Rutger Bosker Award: 2014 AVT/Anéla Dissertation Prize Title:  The processing and evaluation of fluency in native and non-native speech

University: California Institute of Technology Faculty: Physics Author: Michael P. Mendenhall Award: 2015 Dissertation Award in Nuclear Physics Title: Measurement of the neutron beta decay asymmetry using ultracold neutrons

University:  Stanford University Faculty: Management Science and Engineering Author:  Shayan O. Gharan Award:  Doctoral Dissertation Award 2013 Title:   New Rounding Techniques for the Design and Analysis of Approximation Algorithms

University: University of Minnesota Faculty: Chemical Engineering Author: Eric A. Vandre Award:  2014 Andreas Acrivos Dissertation Award in Fluid Dynamics Title: Onset of Dynamics Wetting Failure: The Mechanics of High-speed Fluid Displacement

University: Erasmus University Rotterdam Faculty: Marketing Author: Ezgi Akpinar Award: McKinsey Marketing Dissertation Award 2014 Title: Consumer Information Sharing: Understanding Psychological Drivers of Social Transmission

University: University of Washington Faculty: Computer Science & Engineering Author: Keith N. Snavely Award:  2009 Doctoral Dissertation Award Title: Scene Reconstruction and Visualization from Internet Photo Collections

University:  University of Ottawa Faculty:  Social Work Author:  Susannah Taylor Award: 2018 Joseph De Koninck Prize Title:  Effacing and Obscuring Autonomy: the Effects of Structural Violence on the Transition to Adulthood of Street Involved Youth

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Government: US economy added 818,000 fewer jobs than first reported in year that ended in March

FILE - Ian Frank, a pit technician at Stop & Go on Putney Road in Brattleboro, Vt., changes the oil on a vehicle on July 15, 2024. (Kristopher Radder/The Brattleboro Reformer via AP, File)

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WASHINGTON (AP) — The U.S. economy added 818,000 fewer jobs from April 2023 through March this year than were originally reported, the government said Wednesday. The revised total adds to evidence that the job market has been steadily slowing and likely reinforces the Federal Reserve’s plan to start cutting interest rates soon.

The Labor Department estimated that job growth averaged 174,000 a month in the year that ended in March — a drop of 68,000 a month from the 242,000 that were initially reported. The revisions released Wednesday were preliminary, with final numbers to be issued in February next year.

The downgraded estimate follows a jobs report for July that was much worse than expected, leading many economists to suggest that the Fed had waited too long to begin cutting interest rates to support the economy. The unemployment rate rose for the fourth straight month, to a still-low 4.3%, and employers added just 114,000 jobs.

The Fed raised its benchmark rate 11 times in 2022 and 2023 to fight inflation, which hit a four-decade high more than two years ago. Year-over-year inflation has since plummeted — from 9.1% in June 2022 to 2.9%, clearing the way for the Fed to begin cutting rates when it next meets in mid-September.

The revised hiring estimates released Wednesday are intended to better account for companies that are either being created or going out of business.

“This doesn’t challenge the idea we’re still in an expansion, but it does signal we should expect monthly job growth to be more muted and put extra pressure on the Fed to cut rates,’’ said Robert Frick, economist at the Navy Federal Credit Union.

In the revisions, new professional and business services jobs — a broad category that includes managers and technical workers — were reduced by 358,000 in the 12 months that ended in March. Leisure and hospitality employers — including hotels and restaurants — added 150,000 fewer than first reported.

Title: These First-Year Students Are Coming From Around the World. Now, They’re Hoyas.

For many incoming first-year students, Georgetown is a short drive or flight away.

But for some Hoyas in the Class of 2028 — a class that represents 49 different countries — getting to the Hilltop means crossing oceans and traversing continents.

Meet a few incoming international students who are journeying from all corners of the world, including a Brazilian making his way from Porto Alegre, a student from Shanghai who just completed a gap year and a Ukrainian student looking to build the skills to help her war-torn homeland.

A Ukrainian on a Mission to Help Her Country

When Kateryna Kvasha (SFS’28) arrives at Georgetown, it won’t be the first time she’s left home.

Kvasha had to flee her home in the Kharkiv region of Ukraine in March 2022 in the wake of Russia’s full-scale invasion. Just a few days after she left, the Russian military occupied her hometown of Izium, which has since been liberated by Ukrainian forces. Since then, she and her mother have lived with a host family in Warsaw, Poland, while her father has stayed behind volunteering with local defense forces. 

Since graduating from high school in 2021, Kvasha has taken Polish language classes, worked for a Ukrainian nonprofit and participated in several exchange programs in Portugal and Türkiye. She was also a part of the Department of State’s EducationUSA program to prepare to go to college in the U.S., a goal she had been thinking about since middle school.

Kvasha has always had an interest in economics, history and geography, and the war only reaffirmed her interest in global affairs. And even though she’s never visited Georgetown, it’s why the School of Foreign Service is a dream school for her. 

“I think I’ll be speechless [when I get to Georgetown] because it’s something that I’ve been working on for quite a long time now,” she said. “Even after I got my acceptance letter in March, I couldn’t believe it was true until I started receiving more Georgetown emails. I needed time to process I was accepted.” 

At Georgetown, Kvasha is looking forward to continuing her Polish language studies while being a part of the Georgetown Scholars Program and potentially getting involved with the Institute of Politics and Public Service and the chess club. 

She’s also eager to connect with peers in the Georgetown University Ukrainian Society, many of whom have been impacted by the war and want to return home to rebuild their country . Kvasha is also one of a handful of beneficiaries of the Gracias Family Sunflower Current Use Scholarship Fund , which supports Ukrainian students with need-based and merit-based scholarships.

While Kvasha will be coming to Georgetown from Poland, she’s bringing a piece of her homeland with her to remind her of where she’s from and her goal to one day return to Ukraine.

“The most important thing I’m bringing with me is the Ukrainian flag,” she said. “I brought it to other countries for those exchange programs, so this flag has seen the world together with me.”

Bringing the Brazilian Spirit to the Hilltop

Henrique Soares (SFS’28) will be traveling for over 24 hours before he gets to the Hilltop.

Hailing from Porto Alegre in southern Brazil, he’ll need to take a bus, three flights and a train from Baltimore before getting to DC.

But for Soares, traveling long distances and being an international student is anything but new. After graduating from high school in 2021, Soares studied abroad at an international school in Singapore that offered an International Baccalaureate program.

Soares wanted to go to Georgetown because of its vast liberal arts curriculum, something that he said is not common in Brazil as students typically take courses only in their chosen fields of study.

“I’m going to the SFS because I want to study politics. But even though I have a focus, I can still explore other courses and areas I’m interested in,” he said. “Georgetown’s core curriculum is going to elevate my learning experience because I never put things into boxes. Since I’m going into politics, I know how interconnected things are, so I need to learn a bit about science, language, history, philosophy, mathematics … It’s everything.”

At Georgetown, Soares is looking forward to finding a new home with lifelong friends while joining volleyball and dance clubs and doing community service.

While he’s going to miss three generations of cooking from his mother, grandmother and great-grandmother, he said he’s bringing his full Brazilian spirit to campus — along with plenty of Brazilian snacks — with a smile on his face.

“We always want to help others. It doesn’t matter if we’re rich, poor, we just want to make sure people are okay,” Soares said. “That’s what I want to bring to the Hilltop, just being a good friend to people and being nice, connecting [with others] and always being positive.”

Becoming a Global Citizen at Georgetown

Natasha Sung (C’28) is from a wholly different culture in China, but that cultural difference and the opportunity to broaden her perspectives are why she’s coming to Georgetown.

Born in Hong Kong, she moved to Shanghai when she was 12. After high school, Sung spent a gap year in the U.S. in Georgia, where she participated in a Christian leadership program. She took theology and philosophy classes, learned to engage the culture with faith and took part in community service. 

Sung chose Georgetown because she wanted to engage with people from all over the world while being in DC, where she hopes to pursue internship and career opportunities in the nonprofit space.

“I’ve always valued a global worldview, and both of my parents raised my sister and I to be global citizens,” said Sung, who is interested in studying sociology. “I wanted to do my university years abroad because I think those are such formational years, and what stood out to me about Georgetown is how diverse the student body is.”

Sung said she’ll miss a good bowl of noodles and her family in China. She’s bringing many pictures from home to remind her of the people in her corner rooting for her. But she’s even more excited for the year ahead. She wants to get involved with Campus Ministry and the Center for Social Justice , as well as take advantage of being in the nation’s capital.

“Having already lived in three different places, my view of home has changed a lot,” she said. “I feel like now I see home as wherever my people are.

“The people at Georgetown will be so special, and the people I have already met have already been really welcoming, and I’m so excited to engage with people from different backgrounds,” she said. “I’m also excited to be in DC. As a non-American, I feel honored that I get to be in the capital during the election … and get to witness a lot of important events shaping our world.”

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Trending topics, new ‘marine one’ flies president for first time after 20-year search  .

The Marines flew a U.S. president in a new helicopter for the first time in decades.

On Monday, a VH-92A Patriot assigned to the “Nighthawks” of Marine Helicopter Squadron (HMX) One flew President Joe Biden from Chicago’s O’Hare International Airport to Solider Field to speak at the Democratic National Convention.

The VH-92A is the first new platform designated to use the “Marine One” callsign since the 1989 introduction of the VH-60 White Hawk executive transport and more than 60 years since the better known VH-3 Sea King took over the role as the presidential helicopter.

The current VH-3D variant, modified several times, has been the primary presidential helicopter since the Gerald Ford administration.

Biden’s Chicago trip comes after a more than two-decade gestation period for a new presidential helicopter.

Earlier this month, Lockheed Martin subsidiary Sikorsky delivered the last of 23 planned VH-92As, a variant of the S-92 commercial helicopter, to the Marines, according to a statement from Naval Air Systems Command.

“Sikorsky’s highly-skilled employees have shown their ability to innovate, manufacture and deliver these next-generation VH-92A presidential helicopters that will be operating worldwide in support of presidential missions well into the future,” Richard Benton, Sikorsky vice president and general manager, said in a Monday Lockheed statement.

The Pentagon has spent more than 20 years trying to replace the VH-3D after starting the VXX program in 2002. In 2005, Naval Air Systems Command awarded Lockheed Martin a contract for 28 VH-71 Kestrels, variants of the AgustaWestland AW101, for the presidential helo mission. The program was canceled in 2009 over cost overruns.

NAVAIR awarded helicopter builder Sikorsky the initial contract for the first six presidential helicopter in 2014 for $5 billion. The first variant flew in 2017.

After the first flight, “the helicopter subsequently failed to meet reliability, availability, and maintenance thresholds, and although it was credited with achieving initial operational capability on 28 December 2021, it was not approved for presidential transport because of problems with the encrypted communication system and other issues,” wrote Norman Polmar for Proceedings in February .

While the airframes are similar to their military counterparts, the presidential helicopters are heavily modified to include, “ballistic armor, radar jamming and deception systems to deter antiaircraft missiles, hardened electronics against a nuclear electromagnetic pulse, and encrypted telecommunication and videoconferencing systems,” Polmar wrote.

In addition to reliability and communication system problems, the heat from VH-92A also can damage landing surfaces – including the White House South Lawn, according to a 2020 Government Accountability Office report.

“In a September 2018 training event, the Navy found that VH-92A’s exhaust damaged a [White House] landing zone. Program officials stated that the training event did not represent a typical operational scenario since the lawn was exposed to the helicopter’s exhaust for a longer period than it would be under normal operating conditions,” reads the report.

As to when a VH-92A will make its debut as “Marine One” at the While House is still an open question.

The Marines told Flight Global in April , “VH-92A tasking for presidential support will be at the discretion of the White House Military Office.”

Sam LaGrone

Sam LaGrone is the editor of USNI News. He has covered legislation, acquisition and operations for the Sea Services since 2009 and spent time underway with the U.S. Navy, U.S. Marine Corps and the Canadian Navy. Follow @samlagrone

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Chick-fil-A to open first restaurant with 'elevated drive-thru': See what it looks like

Chick-fil-A is opening its first elevated drive-thru restaurant in the chain, the company announced Wednesday.

The restaurant, located at 2155 Jodeco Road in McDonough, Georgia, just south of Metro Atlanta, will begin serving customers on Thursday, Aug. 22 and is a first-of-its-kind restaurant for the popular fast food chain.

According to the company, the drive-thru only restaurant features four drive-thru lanes and an elevated kitchen with a "unique meal transport system" described by the company as a "sophisticated conveyer belt" that streamlines food delivery by "quickly moving the meal from the elevated kitchen above to a Team Member on the ground below."

The kitchen is double the size of a typical Chick-fil-A restaurant kitchen and the conveyer belt allows for a meal to be delivered to a Team Member every six seconds, according to Chick-fil-A. There is no dining room or dine-in services at this restaurant, Chick-fil-A noted, but the four-lane drive-thru has the capacity to support "two to three times more vehicles" than a standard Chick-fil-A restaurant drive-thru.

Two ways to get your meal

Chick-fil-A says the restaurant will provide two options for customers to get their meal:

• They can order ahead on the Chick-fil-A app and pick up using the dedicated Mobile Thru lines
• They can place their order with a Team Member in the traditional drive-thru lanes

"Our Guests lead busy lives, and we’re focused on designing our restaurants to best serve their needs” said Jonathan Reed, Executive Director of Design for Chick-fil-A, Inc., in the news release.

"With the new Elevated Drive-Thru design, featuring our first four lane drive-thru, we're aiming to deliver quality food and genuine hospitality in a way that’s uniquely Chick-fil-A, and gives our Guests time back in their day,” Reed added.

'Elevated drive-thru' is second new type of restaurant to open this year for Chick-fil-A

The new drive-thru restaurant concept comes just a few months after Chick-fil-A opened its first-ever mobile pickup restaurant in New York City in March.

The mobile pickup restaurant, according to the company, aims to "cater to busy New Yorkers by focusing solely on delivery and mobile app ordering for a quick and easy pickup experience." It is located at 79th Street and 2nd Ave on the Upper East Side.

According to Chick-fil-A, the new restaurant concept begins when customers order ahead for delivery or carryout via the Chick-fil-A app or online. The restaurant will be alerted by geofencing when customers are on their way to expedite the process and ensure each meal is timed with the customer's arrival.

Inside the restaurant, there are active status board screens designated for delivery or mobile pickup, so customers and delivery drivers can see when their orders are ready in real time.

Once the orders are ready, guests and delivery drivers receive their order. While the restaurant will not offer a seating area or dine-in services, Chick-fil-A says the company's "signature hospitality is prominent in every step of this digital-focused experience."

Gabe Hauari is a national trending news reporter at USA TODAY. You can follow him on X  @GabeHauari  or email him at [email protected].

Yount honored 50 years after debut MLB season

Tim Stebbins

MILWAUKEE -- The standing ovation at American Family Field on Sunday lasted 35 seconds as Robin Yount made his way out of the Brewers’ dugout. After Yount walked toward the pitcher's mound and delivered the ceremonial first pitch, the Milwaukee crowd continued to recognize one of the greatest players in franchise history.

“I don’t take it for granted,” Yount said during a media session on Sunday. “I’m the luckiest guy in the world to have been drafted by the Milwaukee Brewers. Not knowing it at the time, but certainly not too far into my career, [I] realized that this was the place for me.”

The Brewers celebrated Yount on Sunday in honor of the 50-year anniversary of his first season in the Major Leagues. Yount made his MLB debut on April 5, 1974, at just 18 years and 201 days old. He was the youngest player in Brewers history at the time of his debut.

Yount vividly remembers when he got the news that he made Milwaukee’s Opening Day roster. Near the end of Spring Training in 1974, Yount was greeted by manager Del Crandall as he stepped onto the team bus.

“My heart dropped because the manager is always the last guy on the bus,” Yount said.

Initially, Yount thought he was running late. Thoughts then began racing through his head, as he wondered -- considering his age -- if Crandall was about to inform him that the Brewers were sending him to the lower Minor Leagues.

Yount got better news: Crandall named him the Brewers’ Opening Day shortstop. The skipper delivered the same news to Bud Selig, then Milwaukee’s owner, when Selig made a trip to camp.

“[Crandall] said, ‘Well, in my opinion, it’s the right thing to do,’” Selig recalled. “‘It may be a little rough in the first year, but it’s going to be great for many years after.’”

And so started Yount’s decorated Hall of Fame career, in which he played 20 seasons, all with the Brewers. Yount won a pair of AL MVP Awards (1982, ‘89) and led Milwaukee to an AL pennant (‘82). He was named an All-Star three times (‘80, ‘82 and ‘83) and won a Gold Glove Award (‘82).

Yount won his Gold Glove Award as a shortstop, before a right shoulder injury forced him to move to the outfield in 1985. The honor demonstrated the hard work he put in following his debut as a teenager.

Yount recalled Crandall’s message ahead of his rookie season: Any offense he provided would be a bonus to him being steady in the field.

“My heart was now really pounding [because of] the lack of confidence I had in my defense," Yount said. "I always knew I could hit. I’m going, ‘Man, you just put me in a rough seat.’ Because they expect the defense, and I wasn't sure I could play Major League defense. … But I always knew I could hit.”

Yount proved he could do both.

Those joining Yount for Sunday’s celebration included former teammate Greg Vaughn and Selig, who was later MLB Commissioner from 1998-2015. Selig shared his appreciation for his and the franchise’s relationship with Yount and Yount spending his entire career with Milwaukee.

“It meant a great deal,” Selig said. “This has really been, I’m proud to say, a very unusual and marvelous relationship. I think our fans understood that right from the beginning. You talk about stability and permanence. This meant a great deal, [our] personal relationship, professional relationship. I can’t tell you how much it meant to me, but [also] to our fans.”

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At one point during Sunday’s media session, Yount quipped that he was a Brewer forever “with the exception of about a two-month period.” He said he and Selig were “not seeing eye to eye” in 1989 about the team’s direction. There was talk of Yount potentially leaving for the Angels.

Ultimately, Selig and Yount met at a restaurant in Phoenix, Selig recalled, and they reached a new contract.

“To this day, I realize how important that was,” Selig said.

That was evident with the support Yount received from the Milwaukee community at that time. He grew emotional recalling letters he received from grade school students imploring him to stay with the Brewers.

“I’ve got stacks of this stuff,” Yount said. “I felt the overwhelming support of the community not to leave. After that? There’s no way I could leave. I wasn’t leaving.”

He’s still here.